The Role of Gender as Moderator between Cognitive-Emotional Regulation Strategies and Internalizing/Externalizing Behavioural Problems among Adolescents (original) (raw)
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PLOS ONE
This large-scale cross-sectional study had the aim to investigate whether adolescent males and females differ in self-perceived self-regulation. The large sample size allowed us to investigate sex differences in three age-groups of young (n = 161), middle (n = 133) and late (n = 159) adolescents. Self-regulation was evaluated with a self-report questionnaire, the Amsterdam Executive Functioning Inventory (AEFI). This questionnaire gives a proxi for three executive functions that are important for proper self-regulation: (1) self-control & selfmonitoring, (2) attention, and (3) planning & initiative taking. Results revealed clear sex differences in the self-regulation as perceived by mid-adolescents (i.e., 13-16 years). In this age period, females evaluated their attention higher than males, and they reported higher levels of self-control & self-monitoring. Our findings offer important new insights with respect to the decision making, academic achievements and behaviour of 13-16-year olds. Self-regulation is known to have a central role in academic achievement and in behavioural organisation. The sex differences in self-regulation in mid-adolescence may therefore explain part of the difference which males and females in this age-group exhibit in academic achievements and behavioural organisations. The results imply that self-regulation may be a relevant intervention target: rather than focussing on changing behaviour, interventions may focus more on self-insights and thereby changing the adolescent's perceptions about their behaviour. Increased self-insight may have the potency to actually change behaviour, which might be an interesting target for future investigation.
2017
Externalizing problems arising during adolescence are usually associated with the experience of negative feelings. During this developmental stage, internalizing symptoms can also develop, and they occur with a higher prevalence in girls. Parents can be very important allies and useful alternatives in the identification of several aspects of internalizing/externalizing problems in childhood and adolescence. The main purpose of the current research was to obtain a deeper understanding of the relationships between externalizing and internalizing symptoms in adolescence, including analyses of the influence of gender on those relationships. The sample consisted of 1590 adolescents, between 12 and 16 years old, who completed the CDI to assess depressive symptoms, and their parents, who completed the CBCL, assessing externalizing and internalizing symptoms. Boys scored significantly higher on aggressiveness and hyperactivity, and girls reported higher values on the seven remaining dimensions of CBCL, internalizing index, and Total CDI. Effects sizes were small, however, and no differences were found for externalizing index. The internalizing index was positively, significantly, and moderately correlated with almost all the externalizing problems. The externalizing index, in turn, presented significant, positive and moderate correlations with depression, anxiety, obsessive-schizoid, withdrawal, and social problems. Externalizing problems successfully predicted internalizing problems (50,6% for girls versus 37,4% for boys). Opposition/Immaturity successfully predicted Internalizing Problems for both genders and aggressiveness was a significant predictor for girls only, though this relationship was weak (β = .066, p =.031). We also found a moderation effect for gender such that in higher levels of externalizing problems girls had more internalizing problems; this was not obtained for boys. The findings increase our knowledge of the interplay between externalizing, internalizing problems and gender, and can help optimizing interventions to prevent and treat the co-morbid internalizing and externalizing problems.
Cognitive Emotion Regulation Strategies and Depressive Symptoms: Gender's Moderating Effect
Procedia - Social and Behavioral Sciences, 2015
Depression is one of the most prevalent psychological conditions among adolescents. The first major depressive episode tends to occur around 15 years old. Between 13 and 15 years old gender differences begin to emerge with girls presenting higher prevalence of depressive symptoms than boys. Problems on emotion regulation and constantly relying on maladaptive cognitive emotion regulation strategies have been pointed as a risk factor for depression and also as a factor that explains gender differences in depressive symptoms, as girls tend to use more maladaptive strategies than boys, such as rumination, self-blaming and catastrophizing. This study aimed to test the moderating effect of gender in the relationship between cognitive emotion regulation strategies and depressive symptoms. 319 adolescents, 13 to 15 years old, participated. Self-reported measures were used to access depressive symptoms (CDI) and cognitive emotion regulation strategies (CERQ). The moderating effect of gender was found in the relationship between positive reappraisal and depressive symptoms, suggesting the importance of enhancing positive reappraisal when facing negative life events, especially for girls.
Determinants and Impact of Emotional Regulation in Adolescents
2020
Parental treatment in which children receive affects the development of emotional regulation abilities, especially in adolescence, as a critical period where many changes occur. Therefore, this paper aims at exploring the relationship between parental treatment methods and emotional regulation in adolescents. The analytical descriptive approach was used through a questionnaire designed for study purposes in order to collect preliminary information from the sample of the study, which consisted of 306 students in KSA of (153) males and of (153) females, as they were randomly selected and distributed. The results showed that there was statistically significant relationship between parental and maternal treatment and emotional regulation, as the Pearson correlation coefficient and the p-value were 0.120 & 0.039 respectively for parental treatment and 0.207 & 0.037 respectively for maternal treatment. However, the results showed that the role of mothers' parenting in emotionregulatio...
Self-Regulation as a Predictor of Mental Health among Adolescents
International Journal of Social Science And Human Research, 2022
Mental health difficulties in adolescence have an eternal impact, that does not only affect later adult mental health, but also impacts physical wellbeing, educational accomplishment, and workforce participation and contentment.¾ of mental health problems start before the early 20s (Kessler et al, 2014). The stage of adolescence, the most important stage in human development is different from other developmental stages marked by challenges and transitions. Self-regulation may be related to mental health as it may help in controlling and managing actions upsetting emotions and impulses. The present study aims to examine selfregulation as a predictor of mental health. The research methodology employed for the study is a correlational. 76 adolescents were selected through a simple random sampling method. Standardized tools were used to collect data. Data analysis included descriptive statistic like Mean and SD. Multiple regression analyses were conducted to analyze the data. Results indicated a significant coefficient correlation between self-regulation and mental health (0.63). Self-regulation's sub dimensions were analyzed with mental health's sub dimensions.
Social Development, 2020
Emotion regulation is a multi‐modal construct, that includes both adaptive and maladaptive cognitive‐behavioral processes. However, many classifications of regulation strategies do not take this multi‐modality into account. In this study, two classification systems were integrated. Participants were 336 adolescents (56% boys, Mage = 15.41, SD = 1.45). Anger regulation strategies were measured with a questionnaire that assessed general strategies, and a vignette measure that assessed contextual strategies. Confirmatory factor analyses supported a 4‐factor classification that consisted of cognitive maladaptive, behavioral maladaptive, cognitive adaptive, and behavioral adaptive strategies. The four categories of regulation strategies were differentially associated with age, and gender and psychological problem differences were found. Adolescents with internalizing problems reported using a cognitive regulation style, adolescents with externalizing problems a behavioral regulation styl...
Self-Regulation and Cognitive Emotion Regulation among Adolescents
Pakistan journal of humanities and social sciences, 2023
The present correlational study aimed to examine the relationship between self-regulation and cognitive emotion regulation strategies in adolescents. A sample of 718 adolescents, comprising both boys and girls, from public and private educational institutes in Faisalabad, was conveniently selected for analysis. The participants completed the Adolescents Self-Regulation Inventory (ASRI) and Cognitive Emotion Regulation Questionnaire (CERQ). A significant but negative relationship with one maladaptive cognitive emotion regulation strategy was identified. Additionally, it was found that long-term self-regulation exhibited a significant relationship with several adaptive cognitive emotion regulation strategies, including refocus on planning, positive refocusing, positive reappraisal, and putting into perspective. The Multiple Regression Analysis further revealed that only long-term self-regulation emerged as a significant predictor of other blame (a maladaptive cognitive emotion regulation strategy) and the aforementioned adaptive cognitive emotion regulation techniques. Notably, short-term selfregulation was identified as a significant negative predictor of positive reappraisal. Gender differences in self-regulation and cognitive emotion regulation strategies were observed through independent sample t-tests. This study contributes valuable insights to the existing literature and holds relevance for school psychologists. Importantly, the findings suggest that mindfulness-based interventions have the potential to enhance cognitive emotion regulation and self-regulation in adolescents, offering a promising avenue for helping them develop essential skills to regulate their emotions and behaviors.
Effects of Age and Gender in Emotion Regulation of Children and Adolescents
Frontiers in Psychology, 2020
Emotional regulation, understood as the skills and strategies needed to influence and/or modify the emotional experiences, has a very remarkable implication within numerous emotional and behavioral disorders in childhood and adolescence. In recent years there has been a significant increase in research on emotional regulation, however, the results are still divergent in terms of differences in emotional regulation in relation to age and gender. This study aimed to assess emotional regulation in adolescents in relation to their age and gender. Two hundred and fifty-four adolescents from eight schools in the Valencian Community and aged between 9 and 16 years participated in the study. The adolescents completed the Cognitive Emotion Regulation Questionnaire and the FEEL-KJ questionnaire. We analyzed the differences in emotional regulation strategies and a latent emotional regulation variable in two age groups (9-12 years and 13-16 years) and by gender. The results suggested that children and pre-adolescents in the 9-12 year group obtained lower scores in the emotional regulation strategies than the 13-16 year group. Girls reported higher scores on the use of emotional regulation strategies when experiencing sadness, anxiety and anger than boys, and on the overall average of regulation according to these specific emotions. Age, but not gender, had a major effect on scores for the latent variable of emotion regulation. An interaction effect between age and gender was identified in the latent emotion regulation scores. Girls tended to have higher scores than boys when they were younger and lower scores than boys when they were older. These results could be relevant for designing prevention and intervention programs for adolescents and at different ages.